Elementary Music Education In Laredo, Texas: A Survey of Teaching Strategies and Its Application In the Music Education of Mexican-American Children

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Sherman Hong

Advisor Department



The primary purpose of this study was to determine and examine the kind of strategies utilized in music classrooms consisting of predominantly Hispanic children. To determine such status, a questionnaire was developed and sent to selected music educators of the two existing public school districts in Laredo, Texas. The questionnaire sought information on demographics, methodology, educational experience, communication barriers, classroom activities, instructional materials, and attitudes of teachers and administrators toward elementary music. By comparing the status of elementary music education in Laredo, Texas, with its related literature, the study revealed the realities of implementing teaching strategies in a bicultural society and examined the implications of those findings. Furthermore, examining how elementary music educators justify their teaching strategies revealed considerable reliance on their personal philosophies. The conclusions uncovered by this study suggested that the elementary music programs in a highly-populated Hispanic area, such as Laredo, Texas, should be planned in accordance with its setting. Furthermore, effective elementary music instruction in a bicultural society should require the structure of the program, its music, and an understanding of the culture's aesthetic values. Integrating ethnomusicological practices in a music educator's curriculum in areas like Laredo, Texas, appeared to be superficial, rather an intense study of music as a reflection of the way a culture think and behave.